KANSAS CAREER PIPELINE (KUDER)

USING THE KANSAS CAREER PIPELINE WITH STUDENTS WITH SPECIAL NEEDS

KCP AND TRANSITION PLANNING

 Part of transition planning is to gather information on the student’s:  Interests  Preferences  Post-school outcome  Course of study

STUDENTS WITH DISABILITIES EXPERIENCE

 Higher drop out rates  Higher unemployment and/or underemployment  Unrealistic ideas about careers/occupations  Poor organizational and planning skills  Poor research skills  More of a tendency to live for today, not for tomorrow

REDUCING DROPOUTS

 KCP can help student better connect the need for finishing school  KCP can help the student develop personal goals  KCP can help the student “see light at the end of the tunnel”

KCP CAN BOOST EMPLOYMENT POSSIBLITIES

 Students can have an easier way to explore different occupations  The amount of information available on KCP helps students to better determine what occupations may fit them  KCP helps the student to determine what occupations are available for the amount of education they are willing/able to obtain

DEVELOPING REALISTIC OCCUPATIONAL GOALS

 Many students in SPED tend to be unrealistic about occupations  KCP can help a student develop realistic goals  KCP clearly shows a student what preparation is needed for different occupations  KCP clearly shows the student what activities other than academics helps prepare them for an occupation

ASSISTING WITH PLANNING

 KCP timelines  KCP school search  KCP financial aid/scholarship search  KCP portfolio section  KCP resume’, application and cover letter help

KCP RESEARCH ASSISTANCE

 Students are like a river and tend to follow the path of least resistance  KCP makes researching information for post-school planning easier for the student

LIVING FOR TOMARROW

 KCP helps the student realize that planning for the future is important and easier than previously thought  Success after high school does not happen by magic

NUTS AND BOLTS

 Fitting it in  Getting the students to buy in  Registration  Taking the assessments  Assessment Results  Follow-up

FITTING IT IN

 How does your school(s) find time to have the students take the assessments???

 Seminar  Resource classes  Take time from other classes  Incorporate into a specific class

STUDENT BUY IN

 Discuss post-school planning  Demonstrate some of the features  Show students how KCP helps to make post-school planning easier than traditional methods

REGISTRATION

 Common registration problems  User names/passwords  Use of projector to guide students

TAKING THE ASSESSMENT

 How much time does it take?

 What about ADD or AD/HD students?

 Understanding the assessment procedures/instructions  Use with lower functioning students

ASSESSMENT RESULTS

 To help build enthusiasm let students have some unstructured time to compare results  Discuss individual results with students  Give students time to explore the site in relation to their results

FOLLOWUP

 How are we going to incorporate KCP into the curriculum?

 Stand alone class     Integrated into another class Students follow up independently If and when to retake assessments Suggested activities/curriculm